How do kindergarten teachers grow childrens science process skill to construct float and sink concept Qonita1,E Syaodih1,A Suhandi2,3,B Maftuh3,N Hermita4,A Samsudin2 and H Handayani3
1Program Studi Magister Pendidikan Anak Usia Dini, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
2Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
3Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
4Prodi Pendidikan Guru Sekolah Dasar, Universitas Riau, Pekanbaru, Indonesia
Abstract
This exploration goal is to describe teachers performance on emerging 5-6 years childrens science process skill. Early science learning should optimize science process skill to arouse other childrens development domain. A descriptive-qualitative design with observation and interview has already been implemented to collect data from two kindergarten teachers in Tasikmalaya. The result shows that development of childrens science process skill on early science learning is not optimize yet. It caused, teachers have a lack understanding of early science learning and science concept and limitedness of facilities particularly science tool in the school. This finding can give information to academician and policy makers to make a solution to advance early science education implementation.
Keywords: Early Science Education, Science Process Skill, Early Childhood Education
